This study examines the significance of understanding learners’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style flexibility by knowing and understanding their learning styles. There were reasons for being actively involved in the study. I wanted to know my learning style and to know and understand the learning styles of my learners. Action research was used to focus on the significance of learning style flexibility in my teaching practice, with the aim to developing myself as a professional and improving my teaching practice. Action research develops through a selfreflective spiral, consisting of cycle, each with its own steps of planning, acting, observing, reflecting and planning again for further implementation. Action research was critical in helping me to enhance my competencies and the competencies of learners who participated in my study and enabled me to improve in an ongoing, cyclical fashion. The use of qualitative and quantitative research methods helped me to learn and understand my learning style and learners’ learning styles. Herrmann’s Whole Brain Dominance Instrument (HBDI) was used to identify my learning style. To identify learners’ learning styles I used a simplified questionnaire that helped me to understand learners’ thinking preferences according to the four quadrants of Herrmann’s model. Learners’ profiles were identified and indicated that they have didderent profiles. Feedback questionnaires for learners and lecturers were used to dtermine feedback on how I facilitate learning and accommodate learners according to their learning styles, and improve myself professionally. Learning style flexibility is an approach that enhances teaching and learning, including the achievement of complex learning outcomes that includes attitudes and personality traits. Educators should move away from a content-driven learning approach to learner-driven approaches that allow learners to discover and construct knowledge on their own. Learning style flexibility and educational change complement each other. Learning style flexibility is significant in teaching and learning and the professional development of educators. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Humanities Education / unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/29629 |
| Date | 20 November 2012 |
| Creators | Ngozo, Boesman Petrus |
| Contributors | Dr P H du Toit, ngozobp@webmail.co.za |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria |
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